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Your search keyword '"Westmoreland, Helen"' showing total 4 results
Start Over Author "Westmoreland, Helen" Publication Type Reports
4 results on '"Westmoreland, Helen"'

1. How to Develop a Logic Model for Districtwide Family Engagement Strategies

Author

Harvard Family Research Project, Westmoreland, Helen, Lopez, M. Elena, and Rosenberg, Heidi

Abstract

For family engagement to improve student learning, a wide range of stakeholders--from parents to principals to teachers--must share responsibility in developing, implementing, and assessing their school district's family engagement strategy. In order to help each of these stakeholder groups define their roles, superintendents and central administrators must communicate the district's family engagement vision, strategy, and expected outcomes. A useful way to convey this information is through a logic model, which visually depicts a district's family involvement efforts and the changes it hopes to achieve. "How to Develop a Logic Model for Districtwide Family Engagement Strategies" is a step-by-step guide to help individuals understand and develop a logic model for districtwide family engagement efforts. "How to Develop a Logic Model" clarifies the steps between family engagement efforts and better learning outcomes for children and youth.

Published
2009

2. Seeing is Believing: Promising Practices for How School Districts Promote Family Engagement. Issue Brief

Author

Harvard Family Research Project, Westmoreland, Helen, Rosenberg, Heidi M., Lopez, M. Elena, and Weiss, Heather

Abstract

Harvard Family Research Project (HFRP) and the National Parent-Teacher Association (PTA) have teamed up to bring you a ground-breaking policy brief that examines the role of school districts in promoting family engagement. "Seeing is Believing: Promising Practices for How School Districts Promote Family Engagement" spotlights how six school districts across the country have used innovative strategies to create and sustain family engagement "systems at work." Drawing from districts' diverse approaches, we highlight promising practices to ensure quality, oversight, and impact from their family engagement efforts. Researchers propose a set of recommendations for how federal, state, and local policies can promote district-level family engagement efforts that support student learning. One appendix is included: (1) Overview of Six School Districts Profiled. (Contains 10 endnotes.)

Published
2009

3. Data Collection Instruments for Evaluating Family Involvement

Author

Harvard Family Research Project, Westmoreland, Helen, Bouffard, Suzanne, O'Carroll, Kelley, and Rosenberg, Heidi

Abstract

As evidence supporting the benefits of family involvement in learning mounts, there is an increasing demand for evaluation of family involvement initiatives and for additional research to inform practice and policy. Those designing and implementing family involvement programs must be responsive to calls to bolster the quality of the evidence base in the family involvement field by injecting rigorous methods into their evaluation. Many stakeholders, however, find it difficult to identify and locate tools and resources that support rigorous family involvement evaluations. In order to assess family involvement interventions in a high-quality way, family involvement leaders, school administrators, policymakers, and researchers need information about and access to evaluation tools, particularly standardized instruments for collecting data on family involvement practices. This resource compiles instruments developed for rigorous program impact evaluations and tested for reliability. (Contains 16 endnotes.)

Published
2009

4. Exploring Quality Standards for Middle School After School Programs: What We Know and What We Need to Know. A Summit Report

Author

Harvard Family Research Project, Cambridge, MA., Westmoreland, Helen, and Little, Priscilla M. D.

Abstract

A growing body of evidence confirms what makes sense intuitively--quality matters for participation in after school programs. Nationwide, a chief concern among after school stakeholders is programming for middle schoolers--too "old" to be told what to do after school and too "young" to be left home alone. A national dialogue about the state of quality standards for programs that serve youth in the middle grades after school has already begun. At two national forums, researchers and practitioners have raised issues about the relevance of existing standards for middle school. In response to this concern, the Nellie Mae Education Foundation (NMEF) approached the Harvard Family Research Project (HFRP) and the National Institute for Out-of-School Time (NIOST) to cohost a working summit with its regional grantees to further explore current quality standards and move the dialogue forward concerning the unique programming needs of middle school students. On December 9, 2005, the one-day summit honed in on the unique aspects of middle school after school programming and explored how quality assessment tools can support program development and implementation for that age group. This report describes the structure and process of that summit, and presents results of the Harvard Family Research Project (HFRP) quality standards and assessment scan, key standards for middle school youth, and emerging themes about middle school programming. How program quality standards can be used to improve middle school programming is also discussed. (Contains 5 footnotes.)

Published
2006

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